3.4.13 Impact of Boredom and Belonging on Feelings of Anxiety and Depression Among Gifted Students

What do boredom and belonging have to do with friendships, perceived challenge, depression, and anxiety? How do students’ perceptions of boredom and belonging relate to their mental health? This session explores the results of an empirical study focused on relationships among these constructs. After a review of the literature and findings, recommendations for interventions for counselors, educators, and administrators will be shared.

Author(s):

Tim Stambaugh
timsworktoday@gmail.com
Vanderbilt University Medical Center
United States

Tim Stambaugh, PhD is a clinical counselor specializing in the social and emotional needs of academically gifted students. His research and writing focuses on boredom and belonging as well as their related correlates. Twenty-five years of experience in community settings and private practice along with membership in organizations including ACA have informed a rich clinical environment for his work.

Tamra Stambaugh
tamra.stambaugh@gmail.com
Vanderbilt University
United States

Tamra Stambaugh, Ph.D., is an associate research professor and executive director of Programs for Talented Youth at Vanderbilt University. Stambaugh conducts research in gifted education focused on curriculum and instruction interventions, gifted students living in rural settings and those from low income households. She frequently provides keynotes at national and international conferences and has coauthored/edited several books, articles, and chapters. She is the recipient of awards such as the Margaret The Lady Thatcher Medallion for scholarship, service, and character, the Doctoral Student and Early Leader Award from NAGC, the Legacy Scholar Book Award, & multiple curriculum awards from national/state organizations.